Stephen Rowland

In 1991 and 2007, development-led excavations close to Preston’s historic centre revealed significant medieval remains. Although badly damaged, these included the foundations of a substantial stone building with cobbled footings and corner buttresses. Several east/west-aligned burials, some with oak coffins, lay inside and around the structure; their presence, together with finds of painted window glass and line-impressed floor tiles, indicated an ecclesiastical origin to the building. Post-excavation analysis, funded by Historic England, included scientific dating of the human remains and organic materials, which suggested that burial took place between the thirteenth and sixteenth centuries. This matched the occupation of the Franciscan friary of St Clare, founded in the locale in c 1260, dissolved in 1539, and subsequently lost to Preston’s industrial development. The intramural burials comprised men, women, and children, and are likely to represent members of benefactory families interred within a chapel on the north side of the friary church. Palaeoenvironmental evidence from a ditch that skirted the chapel implied that the area was rather damp, and it is possible that subsidence related to these conditions necessitated alteration of the building: a wall and buttress were expanded over an earlier extramural burial. The same area saw the addition of at least one wall tomb. Traces of other parts of the church and conventual areas were identified from the investigations in 1991, and, coupled with comparative analysis, allow tentative reconstruction of the wider precinct. The friaries of the North West have seen little detailed study, and this rare discovery of once-lost remains has greatly enhanced an understanding of the organisation of mendicant houses and the lives of their communities in the region.

Stephen Rowland explores the relationship between the turor (or facilitator) and the professional worker on post-experience professional courses. His emphasis in on the processes of reflection and enquiry in professional learning and is not content specific. Drawing upon his experience as a course tutor and the perspectives of students, he suggests an approach to professional learing which is firmly rooted in the experience and interests of the student.

Do you feel under increasing pressure to produce high quality publications, or struggle to translate your great ideas into inspirational – and engaging – writing? Gillie Bolton introduces her three ‘key phases’ method (Write for Myself, Redraft for my Reader, Edit for Posterity) to make the writing process less daunting, and offers support and advice on how to develop your own writing voice to use this to engage readers in your research. ‘Characters’ at different career stages help you to identify your own writing level, and before and after examples of work from a range of disciplines clearly illustrate the key writing techniques. Drawing on case studies, as well as their own extensive writing experience, the authors suggest strategies for dealing with common difficulties such as: Time and energy management Restoring flagging enthusiasm Maintaining inspiration Dealing with potential burnout and writer’s block. Each chapter concludes with a set of constructive exercises which develop these critical skills and inspire you to improve and enjoy your own academic writing. Ideal for upper level students and early career researchers. Dr Gillie Bolton is an international authority on writing and author of a long publication list including nine books, academic papers, as well as professional articles, poetry, and for a lay readership. Stephen Rowland, Emeritus Professor of University College London, is author of four books on the nature of research and learning in a range of contexts. SAGE Study Skills are essential study guides for students of all levels. From how to write great essays and succeeding at university, to writing your undergraduate dissertation and doing postgraduate research, SAGE Study Skills help you get the best from your time at university. Visit the SAGE Study Skills hub for tips, resources and videos on study success!

Do you feel under increasing pressure to produce high quality publications, or struggle to translate your great ideas into inspirational – and engaging – writing? Gillie Bolton introduces her three ‘key phases’ method (Write for Myself, Redraft for my Reader, Edit for Posterity) to make the writing process less daunting, and offers support and advice on how to develop your own writing voice to use this to engage readers in your research. ‘Characters’ at different career stages help you to identify your own writing level, and before and after examples of work from a range of disciplines clearly illustrate the key writing techniques. Drawing on case studies, as well as their own extensive writing experience, the authors suggest strategies for dealing with common difficulties such as: Time and energy management Restoring flagging enthusiasm Maintaining inspiration Dealing with potential burnout and writer’s block. Each chapter concludes with a set of constructive exercises which develop these critical skills and inspire you to improve and enjoy your own academic writing. Ideal for upper level students and early career researchers. Dr Gillie Bolton is an international authority on writing and author of a long publication list including nine books, academic papers, as well as professional articles, poetry, and for a lay readership. Stephen Rowland, Emeritus Professor of University College London, is author of four books on the nature of research and learning in a range of contexts. SAGE Study Skills are essential study guides for students of all levels. From how to write great essays and succeeding at university, to writing your undergraduate dissertation and doing postgraduate research, SAGE Study Skills help you get the best from your time at university. Visit the SAGE Study Skills hub for tips, resources and videos on study success!

This book, by closely recording and reflecting upon the work and play of a group of 9 to 11 year-old children in a primary classroom, develops an approach to teaching and learning which is based upon the ways in which children are able to exercise a controlling influence over their own learning activity. It also suggests the sharing and analysis of classroom experience should be part of a teacher’s day-to-day life. The material for the book was gathered during a year of classroom enquiry in which the author combined the roles of teacher and researcher, working alongside the normal class teacher in a primary school. Samples of the children’s work are carefully described and analysed in an attempt to get behind the overt behaviour of the children and reveal the purposes, concerns and thinking that underlies their activity.

Stephen Rowland explores the relationship between the turor (or facilitator) and the professional worker on post-experience professional courses. His emphasis in on the processes of reflection and enquiry in professional learning and is not content specific. Drawing upon his experience as a course tutor and the perspectives of students, he suggests an approach to professional learing which is firmly rooted in the experience and interests of the student.

This book, by closely recording and reflecting upon the work and play of a group of 9 to 11 year-old children in a primary classroom, develops an approach to teaching and learning which is based upon the ways in which children are able to exercise a controlling influence over their own learning activity. It also suggests the sharing and analysis of classroom experience should be part of a teacher’s day-to-day life. The material for the book was gathered during a year of classroom enquiry in which the author combined the roles of teacher and researcher, working alongside the normal class teacher in a primary school. Samples of the children’s work are carefully described and analysed in an attempt to get behind the overt behaviour of the children and reveal the purposes, concerns and thinking that underlies their activity.

Through its many incarnations, Alameda has never lost its charm and ability to draw people from all walks of life. Originally a peninsula inhabited by Native Americans, it was purchased by Don Luis Peralta in 1818 and developed into a bedroom community of San Francisco. Alameda became an island in 1902, and a short time later, it was a new home to many refugees from the 1906 San Francisco earthquake and fire. The Neptune Beach amusement park attracted tourists who enjoyed the bathing, beaches, and rides, making Alameda the Coney Island of the West. Modern transportation carried people and cargo in and out on ferries, trains, ships, and planes, which landed at the busy Airdrome. The creation of the Naval Air Station in 1938 and World War II made Alameda a military town. The 1990s brought Alameda back to its first purpose, as a small town amongst big cities, its streets lined with graceful Victorians and with a diverse and lively population.

The report on excavations which took place as a result of the laying of a gas pipeline from Charlgrove to Ilsley. Two large and thirty-two small sites were identified, predominantly late prehistoric in date, with Iron Age deposits being the most abundant. The two larger sites were occupied from the Iron Age into the early Roman period.